standard 5 - faculty qualifications, performance, and development kate steffens st. cloud state...
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Standard 5 - Faculty Qualifications, Performance, and Development
Kate Steffens
St. Cloud State University
AACTE/NCATE - Spring 2008
Standard To Be Met Faculty are qualified and model best
professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.
AACTE/NCATE - Spring 2008
Comments Presentation is based on revised standards Discussion will typically focus on the
“acceptable” component of the rubric Exhibits vs. Data
Exhibits - provide documentation to support the institutional report
Data - often used in the institutional report to support statements of effectiveness
AACTE/NCATE - Spring 2008
Streamlined Process Institutions are piloting the process this
semester Standard 5 - limited to six pages Defined set of exhibits
AACTE/NCATE - Spring 2008
Elements of the Standard 5a. Qualified Faculty 5b. Modeling Best Professional
Practices in Teaching 5c. Modeling Best Professional
Practices in Scholarship
AACTE/NCATE - Spring 2008
Elements of the Standard 5d. Modeling Best Professional
Practices in Service 5e. Unit Evaluation of Professional
Education Faculty Performance 5f. Unit Facilitation of Professional
Development
AACTE/NCATE - Spring 2008
5a: Qualified Faculty Professional education faculty have earned
doctorates or exceptional expertise that qualifies them for their assignments. Aggregated data on number of faculty with
earned doctorates School faculty are licensed in the fields that
they teach or supervise. Percentage of school faculty licensed in the
field they are teaching
AACTE/NCATE - Spring 2008
5a: Qualified Faculty Clinical faculty from higher education have
contemporary professional experiences in school settings at the levels that they supervise. Percentage of clinical faculty with professional
experience in school settings at the levels they supervise.
AACTE/NCATE - Spring 2008
5b: Teaching Faculty members have an in-depth
understanding of the content they teach. Overview of faculty qualifications as related to
course assignments The teaching and assessment strategies
used by faculty members help candidates develop professional proficiencies. Alignment of outcomes in syllabi with
professional standards
AACTE/NCATE - Spring 2008
5b: Teaching Faculty members use a variety of instructional
strategies and assessments. Summary or data on instructional strategies
Faculty members integrate diversity and the use of technology in their teaching. Summary / data on use of technology by
faculty Alignment of diversity proficiencies in courses
AACTE/NCATE - Spring 2008
5b: Teaching Faculty members assess their own
teaching effectiveness. Description of process; sample rubrics Data on faculty performance
AACTE/NCATE - Spring 2008
5c: Scholarship Faculty members are engaged in different
types of scholarly work, based in part on the mission of their institution. Description of expectations related to
scholarship based on mission Summary or data on types of scholarship
activities
AACTE/NCATE - Spring 2008
5c: Scholarship Most professional education faculty
demonstrate scholarly work in their fields of specializations. Percentage of faculty members engaged in
scholarship
AACTE/NCATE - Spring 2008
5d: Service Faculty members provide service to the
college or university, school, and broader communities in ways that are consistent with the institutional mission. Summary / data on service activities
Faculty members collaborate with P-12 partners or other campus units. Summary on collaboration efforts
AACTE/NCATE - Spring 2008
5d: Service Faculty members are active in professional
organizations. Summary / data on professional organizations
AACTE/NCATE - Spring 2008
5e: Evaluation of Faculty Performance
The unit conducts systematic and comprehensive evaluations of faculty teaching performance to enhance the competence and intellectual vitality of the professional education faculty. Description of system for faculty evaluation
(full-time, part-time, adjunct, tenured, non-tenured, teaching assistants)
AACTE/NCATE - Spring 2008
5e: Evaluation of Faculty Performance
Evaluations of professional education faculty are used to improve the faculty’s teaching, scholarship, and service. Description of the connection between faculty
evaluation and professional development efforts
AACTE/NCATE - Spring 2008
5f: Professional Development
Based upon needs identified in faculty evaluations, the unit provides opportunities for faculty to develop new knowledge and skills, especially as they relate to the conceptual framework(s), performance assessment, diversity, technology, and other emerging practices.
AACTE/NCATE - Spring 2008
5f: Professional Development Unit policies and opportunities for
professional development (i.e., financial support, grants)
Summary of professional development activities offered by the institution and unit
Summary of professional development activities in which faculty have participated
AACTE/NCATE - Spring 2008
Summary Qualifications Performances (Teaching, Scholarship,
Service) Performance Evaluation Professional Development